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Ridha Abdullah
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Peningkatan kemampuan berpikir statistis mahasiswa melalui challenge-based learning dengan strategi konflik kognitif Wati Susilawati; Ridha Abdullah; Ida Rosyidah
Jurnal Analisa Vol 5, No 1 (2019): Volume 5 Nomor 1 Tahun 2019
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v5i1.4808

Abstract

Tujuan penelitian mengkaji secara komprehensif perbedaan peningkatan kemampuan berpikir statistis mahasiswa calon guru melalui pembelajaran Challenge-Based Learning dengan Strategi Konflik Kognitif. Metode yang digunakan adalah Quasi Eksperiment dengan desain penelitian Nonequivalent Pretest-Posttest Control Group, melibatkan sampel dua kelas mahasiswa Sekolah Tinggi Agama Islam di Sumedang. Instrumen yang digunakan tes berpikir statistis. Hasil penelitian menunjukkan adanya perbedaan peningkatan kemampuan berpikir statistis antara mahasiswa yang pembelajaran challenge-based learning dengan strategi konflik kognitif memperoleh peningkatan lebih tinggi dari mahasiswa yang pembelajarannya ekspositori, baik secara keseluruhan mahasiswa maupun berdasarkan pengetahuan awal statistis. Terdapat interaksi antara jenis (pembelajaran challenge-based learning dengan strategi konflik kognitif dan ekspositori) dan kategori pengetahuan awal statistis (pandai, cukup, lemah) terhadap peningkatan kemampuan berpikir statistis mahasiswa. Pembelajaran berbasis tantangan dengan strategi konflik kognitif dapat memfasilitasi proses konflik, proses penemuan, proses interaksi sosial, dan proses reflektif mahasiswa sehingga kemampuan berpikir statistis mahasiswa lebih baik dari pada pembelajaran ekspositori.
Statistical reasoning through metacognitive brain-based learning Wati Susilawati; Ridha Abdullah; M N Abdullah
Jurnal Analisa Vol 6, No 1 (2020): Volume 6 Nomor 1 Tahun 2020
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v6i1.8158

Abstract

The low ability of students' statistical reasoning needs a promising learning innovation. The aim of this paper is to evaluate students' learning abilities through brain-based learning with metacognitive strategy. The Quasi Experiment Method, Nonequivalent Pretest-Posttest Control Group design, involved a sample of two classes of third semester students from Gunung Djati Swadaya University Cirebon. Instruments of this paper are statistical reasoning test and statistical preliminary knowledge tests. The result shows an increase in the ability of statistical reasoning among students who conducted brain-based learning with metacognitive strategy in the smart category, higher than students who applied expository learning strategy that only classified as the moderate category. Based on initial statistical knowledge (low, middle, and high) students who applied brain-based learning with metacognitive strategy, got a higher level than students who applied expository learning strategy. It shows interaction between the type of learning as well as initial statistical knowledge with the escalation of the ability of statistical reasoning. Brain-based learning with metacognitive strategy facilitates the process of conflict, discovery, social interaction, and reflective processes of students. Therefore, students abilities of statistical reasoning are better than expository learning strategy.
Co-Authors Ida Rosyidah M N Abdullah Wati Susilawati Wati Susilawati